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Middle School Practical Living and Vocational StudiesSpring 2007

Kentucky Core Content and DJJ Work Adjustment Model for Vocational Learning

Core Content Checklist for Practical Living and Vocational Studies

Middle School

Kentucky Department of Juvenile JusticeQuality Assurance Branch

Version 4.1Spring 2007

Kentucky Department of Education

Student Name

Program

Entry Date

Exit Date

Teachers Signature

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The Core Content for Assessment includes state assessed standards and supporting content standards. Supporting content standards are not used for state assessment. Supporting content, however, is critical to the student’s deep understanding of the overall content and is to be used by schools to build a foundation of knowledge, skills, and processes that will enable students to be successful on the Kentucky Core Content Test. In order for students to reach proficiency and beyond on the KCCT, students need to master the supporting content as well as the state assessed content. Supporting content standards are proposed for local instruction and assessment and appear in italics in the Core Content document. The content standards for the state assessment are in bold print.

Some Core Content standards contain additional information in parentheses. A list preceded by an e.g., means the examples included are meant to be just that, examples and may be on the state assessment. Other examples not included may also be on the state assessment. However, if the list is not preceded by an e.g., the list is to be considered exhaustive and the items inside the parentheses are the only ones that will be assessed.

A new aspect of the refined Core Content for Practical Living and Vocational Studies Assessment Version 4.1 is Depth of Knowledge (DOK). Version 4.1 reflects the depth of knowledge and cognitive complexity for the content standard that is appropriate for each grade level for the state assessment.

Each of the state-assessed standards in the Core Content has a ceiling DOK level indicated. This means that an item on the state assessment cannot be written higher than the ceiling for that standard. An item could be written at a lower level. When writing an assessment item, developers need to make sure that the assessment item is as cognitively demanding as the expectation of the content standard in order to assure alignment of the test items and the standards. The DOK indicated for the state assessment is not meant to limit the cognitive complexity for instruction in the classroom. Classroom instruction needs to extend beyond the depth of knowledge and cognitive complexity that can be assessed on the state assessment so that students have the opportunities and experiences they need in order to reach proficiency and beyond. The levels for DOK are based on the research of Norman Webb from the University of Wisconsin-Madison. More information about DOK levels can be found at the Kentucky Department of Education website.

Indicators:

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I-indicates the content has been introduced

C-indicates the content continues to be delivered and refined

M-indicates the content has been mastered

Circle the indicator that best describes where DJJ Youth currently performs on a specific standard

MIDDLE SCHOOLHealth EducationBasic to health education is a foundation of knowledge, attitudes, skills and behaviors impacting healthy lifestyles. Healthy family relationships are critical to maintaining the family unit that historically has been considered the fabric of society. While parents are the primary source from which children learn skills to act responsibly in relationships, the community and school play supportive roles. Health literacy includes an understanding of how the body functions as well as behaviors and decisions that will foster life-long health. It is assuming responsibility for personal health throughout the life cycle and fostering behaviors and practices that will enhance family health.

6th Grade 7th Grade 8th Grade

Personal Wellness

PL-06-1.1.1Students will describe the importance of effective social interaction skills (e.g., respect, self-advocacy, cooperation, communication, identifying and being open to different perspectives and points of view, empathy, friendship). DOK 2

PL-07-1.1.1Students will explain the importance of effective social interaction skills (e.g., respect, self-advocacy, cooperation, communication, identifying and being open to different perspectives and points of view, empathy, friendship).

DOK 2

PL-08-1.1.1Students will explain the importance of effective social interaction skills (e.g., respect, self-advocacy, cooperation, communication, identifying and being open to different perspectives and points of view, empathy, friendship).

DOK 2

I C M I C M I C M

PL-06-1.1.2Students will recommend effective

PL-07-1.1.2Students will recommend and

PL-08-1.1.2Students will recommend and

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strategies (e.g., communication, problem solving, decision-making, refusal skills, anger management, conflict resolution) for responding to stress, conflict, peer pressure and bullying.

DOK 2

justify effective strategies (e.g., communication, problem solving, decision-making, refusal skills, anger management, conflict resolution) for responding to stress, conflict, peer pressure and bullying.

DOK 2

justify effective strategies (e.g., communication, problem solving, decision-making, refusal skills, anger management, conflict resolution, relaxation techniques, time management) for responding to stress, conflict, peer pressure and bullying. DOK 2

I C M I C M I C M

PL-06-1.1.3Students will identify the physical, social and emotional changes (e.g., growth spurts, peer influence, self-confidence, mood swings) that occur during adolescence.

PL-07-1.1.3Students will describe physical, social and emotional changes (e.g., growth spurts, peer influence, self-confidence, mood swings) that occur during adolescence.

PL-08-1.1.3Students will explain how physical, social and emotional changes (e.g., growth spurts, peer influence, self-confidence, mood swings) occur during adolescence.

I C M I C M I C M

PL-06-1.1.4Students will explain basic structures and function of the reproductive system.

PL-07-1.1.4Students will explain basic structures and function of the reproductive system as it relates to the human life cycle.

PL-08-1.1.4Students will explain basic structures and function of the reproductive system and its impact on an individual’s well being.

I C M I C M I C M

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PL-06-1.1.5Students will identify abstinence as the only sure means of preventing pregnancy.

PL-07-1.1.5Students will identify the benefits (e.g., preventing pregnancy, preventing STDs, maintaining self-esteem) of abstaining from sexual activity.

PL-08-1.1.5Students will identify the risks (e.g.,STD’s unwanted pregnancies, HIV/AIDS) to being sexually active and strategies for delaying sexual activity (e.g., using refusal skills, talking with parents, doctors, counselors).

I C M I C M I C M

PL-06-1.1.6 Students will describe how individual behavior choices and habits relating to diet, exercise, rest and other choices (e.g., tobacco, alcohol, illegal drugs) affect body systems (e.g., circulatory, respiratory, digestive).

DOK 2

PL-07-1.1.6 Students will describe how individual behavior choices and habits relating to diet, exercise, rest and other choices (e.g., tobacco, alcohol, illegal drugs) affect body systems (e.g., circulatory, respiratory, nervous, digestive).

DOK 2

PL-08-1.1.6 Students will explain how individual behavior choices and habits relating to diet, exercise, rest and other choices (e.g., tobacco, alcohol, illegal drugs) affect body systems (e.g., circulatory, respiratory, nervous, digestive).

DOK 2

I C M I C M I C M

PL-06-1.1.7 Students will describe symptoms, causes, patterns of transmission, prevention and treatments of communicable (colds, flu/influenza, mononucleosis,

PL-07-1.1.7 Students will describe symptoms, causes, patterns of transmission, prevention and treatments of communicable (colds, flu/influenza, mononucleosis,

PL-08-1.1.7 Students will explain symptoms, causes, patterns of transmission, prevention and treatments of communicable (colds, flu/influenza, mononucleosis,

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hepatitis, HIV/AIDS/STD, tuberculosis) and non-communicable diseases (cancer, cardiovascular disease, diabetes, obesity, asthma, emphysema).

DOK 2


DOK 2


DOK 3

I C M I C M I C M

PL-06-1.1.8Students will explain risks associated with unhealthy habits and behaviors (e.g., substance use/abuse of tobacco, alcohol, illegal drugs, prescription drugs, dietary habits/eating disorders, irregular exercise habits, sexual activity).

DOK 2

PL-07-1.1.8Students will explain risks associated with unhealthy habits and behaviors (e.g., substance use/abuse of tobacco, alcohol, inhalants, illegal drugs, prescription drugs, dietary habits/eating disorders, irregular exercise habits, sexual activity).

DOK 2

PL-08-1.1.8Students will explain risks associated with unhealthy habits and behaviors (e.g., substance use/abuse of tobacco, alcohol, inhalants, illegal drugs, prescription drugs, dietary habits/eating disorders, irregular exercise habits, sexual activity).

DOK 2

I C M I C M I C M

PL-06-1.1.9Students will explain causes, symptoms and prevention of



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social (e.g., not getting along with others, disagreeable, being uncooperative), mental and emotional problems (e.g., depression, anxiety, eating disorders).

DOK 2

social (e.g., not getting along with others, disagreeable, being uncooperative), mental and emotional problems (e.g., depression, anxiety, eating disorders).

DOK 2

social (e.g., not getting along with others, disagreeable, being uncooperative) mental and emotional problems (e.g., depression, anxiety, eating disorders).

DOK 2

I C M I C M I C M

PL-06-1.1.10 Students will identify resources (e.g. guidance counselors, drug counselors, parents, teachers) that are helpful for individuals seeking treatment or counseling for negative behaviors or addictions (e.g. drug addiction, eating disorders).

PL-07-1.1.10 Students will describe resources (e.g. guidance counselors, drug counselors, parents, teachers) that are helpful for individuals seeking treatment or counseling for negative behaviors or addictions (e.g. drug addiction, eating disorders).

PL-08-1.1.10 Students will describe resources (e.g. guidance counselors, drug counselors, parents, teachers) that are helpful for individuals seeking treatment or counseling for negative behaviors or addictions (e.g. drug addiction, eating disorders).

I C M I C M I C M

PL.06.1.1.11 Students will recommend effective self-management and coping strategies (e.g., goal-setting, time-management, personal learning styles and preferences, decision-making) for maintaining mental and emotional health.

DOK 2

PL-07-1.1.11 Students will recommend effective self-management and coping strategies (e.g., goal-setting, time-management, personal learning styles and preferences, decision-making) for maintaining mental and emotional health.

DOK 2

PL-08-1.1. 11 Students will recommend effective self-management and coping strategies (e.g., goal-setting, time-management, personal learning styles and preferences, and decision-making) for maintaining mental and emotional health.

DOK 2

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I C M I C M I C M

Nutrition

PL-06-1.2.1 Students will describe how foods containing nutrients (proteins, carbohydrates, fats, minerals, vitamins, water) are important for the growth and development of healthy bodies (e.g., strong bones and muscles, energy, healthy organs).

PL-07-1.2.1 Students will explain how nutrients (protein, carbohydrates, fats, minerals, vitamins, water) are important for the growth and development of healthy bodies (e.g., strong bones and muscles, energy, healthy organs).

PL-08-1.2.1 Students will explain how nutrients (protein, carbohydrates, fats, minerals, vitamins, water) are important for the growth and development of healthy bodies (e.g., strong bones and muscles, energy, healthy organs).

I C M I C M I C M

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PL-06-1.2.2 Students will explain the importance of key recommendations for good health made in the Dietary Guidelines for Americans.

DOK 2

PL-07-1.2.2 Students will describe key recommendations made in the Dietary Guidelines for Americans and explain how these recommendations contribute to good health.

DOK 2

PL-08-1.2.2 Students will explain why key recommendations made in the Dietary Guidelines for Americans contribute to good health.

DOK 2

I C M I C M I C M

Safety

PL-06-1.3.1 Students will describe safety practices (e.g., walking in opposite direction of violence, staying calm in dangerous situations) for dealing with a variety of health hazards (e.g., firearms, motorized vehicles or potentially unsafe or threatening situations) encountered by adolescents.

PL-07-1.3.1 Students will explain how health hazards (e.g., firearms, motorized vehicles, or potentially unsafe or threatening situations) and safety practices (e.g., walking in opposite direction of violence, staying calm in dangerous situations, wearing protective gear, notifying appropriate authority) may influence their personal health.

PL-08-1.3.1 Students will explain how health hazards (e.g., firearms, motorized vehicles, all terrain vehicles, personal water craft, potentially unsafe or threatening situations) and safety practices (e.g., walking in opposite direction of violence, staying calm in dangerous situations, wearing protective gear, notifying appropriate authority) may influence their personal health.

I C M I C M I C M

PL-06-1.3.2 PL-07-1.3.2 Students will PL-08-1.3.2 Students will explain

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Students will identify basic first-aid procedures for responding to a variety of life-threatening emergencies (e.g., choking, broken bones, shock, poisons, burns, allergic reactions, bleeding).

DOK 1

describe basic first-aid procedures for responding to a variety of life-threatening emergencies (e.g., choking, broken bones, shock, poisons, burns, allergic reactions, bleeding).

DOK 2

how basic first-aid procedures for responding to a variety of life-threatening emergencies (e.g., falls, drowning, choking, bleeding, shock, poisons, burns, temperature-related emergencies, allergic reactions, broken bones) can help reduce the severity of injuries and save lives.

DOK 3

I C M I C M I C M

Physical EducationAddresses both health-related and skill-related components that promote enhanced health behaviors and increase responsible decision-making. Physical Education uses physical activity as a means to help students acquire skills, fitness, knowledge and attitudes that contribute to their optimal development and well-being.

Psychomotor Skills

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PL-06-2.1.1Students will apply a combination techniques of locomotor and nonlocomotor skills which are necessary for the improvement of transitional motor skills (e.g., punting, serving, dribbling):

locomotor - moving from one place to another (e.g., running, skipping, hopping)

nonlocomotor – stationary (e.g., bending, stretching, twisting) movements



nonlocomotor - stationary (e.g., bending, stretching, twisting) movements



nonlocomotor – stationary (e.g., bending, stretching, twisting) movements

I C M I C M I C M

PL-06-2.1.2Students will identify principles of motor skill refinements (e.g., accuracy, technique, movement) that are necessary for skill development.

PL-07-2.1.2Students will interpret the role that principles of motor skill refinements (e.g., accuracy, technique, movement) have in skill development.

PL-08-2.1.2Students will analyze the principles of motor skill refinements (e.g., accuracy, technique, movement).

I C M I C M I C M

Lifetime Physical Wellness

PL-06-2.2.1Students will describe the physical, emotional/mental and

PL-07-2.2.1Students will describe the physical, emotional/mental and

PL-08-2.2.1Students will explain how physical, emotional/mental and

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social benefits gained from regular participation in leisure/recreational, or competitive physical activities:

physical benefits (e.g., Weight management, muscular strength, muscular endurance, flexibility, cardio-respiratory/cardiovascular endurance, control of body movements, stress reduction body composition, decreased resting heart rate, reduced cholesterol levels)

social benefits (e.g., positive interactions with others, respect for self and others, enjoyment, self-expression, group interaction)

emotional/mental benefits (e.g., improved confidence, increased self-esteem, stress reduction, self-expression).

DOK 1

social benefits gained from regular participation in leisure/recreational, or competitive physical activities:

physical benefits (e.g., Weight management, muscular strength, muscular endurance, flexibility, cardio-respiratory/cardiovascular endurance, control of body movements, stress reduction, body composition, decreased resting heart rate, reduced cholesterol levels)



DOK 2

social benefits result from regular participation in leisure/recreational, or competitive physical activities:

physical benefits (e.g., Weight management, muscular strength, muscular endurance, flexibility, cardio-respiratory/cardiovascular endurance, control of body movements, stress reduction, body composition, decreased resting heart rate, reduced cholesterol levels)



DOK 2

I C M I C M I C M

PL-06-2.2.2Students will identify and access techniques (e.g., practice, lessons,

PL-07-2.2.2Students will access and describe techniques (e.g., practice, lessons,

PL-08-2.2.2Students will recommend and access techniques (e.g., practice, lessons,

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videos, drills, peer/teacher review, self-evaluation) for improving performance in games and sports.

videos, drills, peer/teacher review, self-evaluation) are used for improving performance in games and sports.

videos, drills, peer/teacher review, self-evaluation) for improving performance in games and sports.

I C M I C M I C M

PL-06-2.2.3 Students will describe the components of fitness (muscular strength, muscular endurance, flexibility, body composition, cardio-respiratory/cardiovascular endurance) and the FITT Principle (Frequency, Intensity, Type, Time).

DOK 1

PL-07-2.2.3 Students will explain the components of fitness (muscular strength, muscular endurance, flexibility, body composition, cardio-respiratory/cardiovascular endurance) and how the FITT Principle (Frequency, Intensity, Type, Time) can be used to maintain and improve fitness.

DOK 2

PL-08-2.2.3 Students will explain the components of fitness (muscular strength, muscular endurance, flexibility, body composition, cardio-respiratory/cardiovascular endurance) and how the FITT Principle (Frequency, Intensity, Type, Time) can be used to maintain and improve fitness.

DOK 2

I C M I C M I C M

PL-06-2.2.4 Students will identify offensive and defensive strategies in games and sports.

PL-07-2.2.4 Students will describe how offensive and defensive strategies are used in games and sports.

PL-08-2.2.4 Students will describe how offensive and defensive strategies in games and sports make them interesting and enjoyable.

I C M I C M I C M

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PL-06-2.2.5 Students will identify rules of behavior and fair play (e.g., accepting authoritative decisions, assessing one’s own performance level, accepting skills and abilities of others through verbal and nonverbal actions for spectators and/or participants) that are necessary during games and sports.

PL-07-2.2.5 Students will identify rules of behavior and fair play (e.g., accepting authoritative decisions, assessing one’s own performance level, accepting skills and abilities of others through verbal and nonverbal actions for spectators and/or participants) that are necessary during games and sports.

PL-08-2.2.5 Students will analyze the value of rules of behavior and fair play (e.g., accepting authoritative decisions, assessing one’s own performance level, accepting skills and abilities of others through verbal and nonverbal actions for spectators and/or participants) during games and sports.

I C M I C M I C M

ConsumerismConsumer skills are essential for individuals and families due to the availability of numerous products and services on the market, multiple advertising techniques, the need to make responsible financial management decisions and to utilize resources impacting the community and environment. These skills can provide a foundation for becoming consumer literate and responsible citizens.

Consumer Decisions

PL-06-3.1.1Students will identify how wants and needs influence consumer decisions.

PL-07-3.1.1Students will describe how wants and needs influence consumer decisions.

PL-08-3.1.1Students will explain and give examples of wants and needs that influence consumer decisions.

I C M I C M I C M

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PL-06-3.1.2Students will describe factors (brand name, price, quality, features, availability) to consider when making consumer decisions and will compare and evaluate products and services based on these factors.

DOK 2

PL-07-3.1.2Students will describe factors (brand name, price, quality, features, availability) to consider when making consumer decisions and will compare and evaluate products and services based on these factors.

DOK 3

PL-08-3.1.2Students will explain factors (brand name, price, quality, features, availability) to consider when making consumer decisions and will compare and evaluate products and services based on these factors.

DOK 3

I C M I C M I C M

PL-06-3.1.3Students will describe various factors that influence consumer decisions, such as peer pressure, impulses, desire for status and advertising techniques (facts and figures, glittering generalities, jingles/slogans, endorsement, testimonial, bandwagon, emotional appeal, free gifts/rewards) and explain why they are influential.

DOK 2


DOK 2


DOK 2

I C M I C M I C M

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PL-06-3.1.4Students will describe consumer actions (reuse, reduce, recycle) and explain how these actions impact the environment (e.g., conserving resources, reducing pollution, reducing solid waste, conserving energy).

DOK 2


DOK 2


DOK 2

I C M I C M I C M

PL-06-3.1.5Students will identify and describe a range of resources and services provided by community agencies:

Public health department Fire department Police department Family resource center

PL-07-3.1.5Students will identify and describe resources and services provided by community agencies:


PL-08-3.1.5Students will identify and explain the importance of resources and services provided by community agencies and how these resources benefit the overall community.


I C M I C M I C M

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Financial Literacy

PL-06-3.2.1Students will identify and describe basic components of a budget (e.g., income, fixed and flexible expenses and savings) and develop a savings plan to achieve a specific goal.

DOK 2

PL-07-3.2.1Students will identify financial management practices and the purposes of budgeting, savings, banking services (e.g., checking and saving accounts, debit/credit, certificate of deposit), general types of investments (stocks, bonds, mutual funds) and explain why these practices are important in achieving personal financial goals.

DOK 2

PL-08-3.2.1Students will identify financial management practices and the purposes of budgeting, savings, banking services (e.g., checking and saving accounts, debit/credit, certificate of deposit), general types of investments (stocks, bonds, mutual funds) and develop a short-tem financial plan.

DOK 3

I C M I C M I C M

Vocational StudiesAwareness of careers starts in the primary grades and progresses at the middle level to more specific exploration of careers. The total experience through high school allows students to determine a career path, which matches their interests, aptitude, and abilities, while providing strategies to prepare for a career. The basic skills, knowledge and positive work habits for successful transition from school to postsecondary experiences and to life itself are addressed throughout a student’s educational experience.

Career Awareness, Exploration and Planning

PL-06-4.1.1Students will identify and explain why people need to work (e.g., earn money, contribute to the community, enhance self-esteem) to meet basic needs (food clothing, shelter) and for

PL-07-4.1.1Students will identify and explain why people need to work (e.g., social contacts, make purchases for necessities, expand knowledge, develop skills to meet basic needs

PL-08-4.1.1Students will identify and summarize why people need to work (e.g., earn money, contribute to society, develop an identity as a worker, enhance self-esteem) to meet basic

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personal satisfaction and enjoyment. (food, clothing, shelter) and for personal satisfaction and enjoyment.

needs (food, clothing, shelter) and for personal satisfaction and enjoyment.

I C M I C M I C M

PL-06-4.1.2Students will identify several job and career opportunities (e.g., sales associate, radio/television broadcaster, child care worker, parks recreation director, computer repair person) in Kentucky’s Career Clusters that vary within and among community and regions.

PL-07-4.1.2Students will identify and describe how job and career opportunities (e.g., veterinarian, sales associate, interior designer, meteorologist, physical therapist) in each of Kentucky’s Career Clusters (Agriculture, Arts & Humanities, Business & Marketing, Communications, Construction, Education, Health Science, Human Services, Information Technology, Manufacturing, Public Services, Science & Mathematics, Social Sciences, Transportation) vary within and among communities and regions.

PL-08-4.1.2Students will identify and explain how jobs and career opportunities in each of Kentucky’s) Career Clusters (Agriculture, Arts & Humanities, Business & Marketing, Communications, Construction, Education, Health Science, Human Services, Information Technology, Manufacturing, Public Services, Science & Mathematics, Social Sciences, Transportation) vary within and among communities and regions.

I C M I C M I C M

PL-06-4.1.3Students will describe a range of academic skills acquired in school (e.g., verbal and nonverbal communication, computer/technical, mathematical) and explain how

PL-07-4.1.3Students will describe a range of academic skills acquired in school (e.g., verbal and nonverbal communication, computer/technical, mathematical, inquiry skills) and

PL-08-4.1.3Students will describe a range of academic skills acquired in school (e.g., verbal and nonverbal communication, computer/technical, mathematical, inquiry skills) and

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these skills impact job success and future career opportunities.

DOK 2

explain how these skills impact job success and future career opportunities.

DOK 2

explain how these skills impact job success and future career opportunities.

DOK 2

I C M I C M I C M

PL-06-4.1.4Students will describe how informal assessments, work place visits, and guest speakers are used in determining individual traits (e.g., interests, abilities, learning styles) and explain how knowledge of such traits is helpful in developing career goals for an Individual Learning Plan (ILP).

DOK 2

PL-07-4.1.4Students will describe how a Career Interest Inventory, Learning Styles Inventory, and other formal assessments, job fairs, job shadowing, academic experiences/grades and hobbies are used in determining individual traits (e.g., interests, abilities, learning styles) and explain how knowledge of such traits is helpful in developing career goals for an Individual Learning Plan (ILP).

DOK 2

PL-08-4.1.4Students will describe how a Career Interest Inventory, Learning Styles Inventory, and other formal assessments, job fairs, job shadowing, academic experiences/grades and hobbies are used in determining individual traits (e.g., interests, abilities, learning styles) and explain how knowledge of such traits is helpful in developing career goals for an Individual Learning Plan (ILP).

DOK 3

I C M I C M I C M

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PL-06-4.1.5Students will identify resources (e.g., Internet, newspapers, magazines, counselors) and experiences (e.g., shadowing, mentoring) that can be used for locating job and career information.

PL-07-4.1.5Students will describe how resources (e.g., Internet, government publications, newspapers, magazines, counselors) and experiences (e.g., shadowing, mentoring) can be used for locating job and career information.

PL-08-4.1.5Students will explain and evaluate resources (e.g., Internet, newspapers, magazines, family members, counselors, employers) and experiences (e.g., shadowing, mentoring) that can be used for locating job and career information.

I C M I C M I C M

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PL-06-4.1.6Students will identify how the components of the Individual Learning Plan (ILP) can be used as a career planning tool:

Academic & career assessments

Career goals Four year high school plan Interest/hobbies School and community

activities Work experiences

PL-07-4.1.6Students will explain how the components of the Individual Learning Plan (ILP) can be used as a career planning tool:




PL-08-4.1.6Students will explain and give examples of how the components of the Individual Learning Plan (ILP) can be used as tools in career planning:




I C M I C M I C M

PL-06-4.1.7Students will identify available postsecondary options (e.g., community and technical colleges, 4-year colleges, military service) used when developing career goals that are included in the Individual Learning Plan (ILP).

PL-07-4.1.7Students will describe available postsecondary options (e.g., community technical colleges, 4-year colleges, military service) used when developing career goals that are included in the Individual Learning Plan (ILP).

PL-08-4.1.7Students will describe how postsecondary choices (e.g., community technical colleges, 4-year colleges, military service) impact attaining career goals that are included in the Individual Learning Plan (ILP)

I C M I C M I C M

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Employability Skills

PL-06-4.2.1Students will identify individual work habits/ethics (e.g., respect, time management, problem solving) and explain their importance in the workplace.

DOK 2

PL-07-4.2.1Students will describe individual work habits/ethics (e.g., loyalty, problem solving, communication skills, initiative, teamwork, responsibility) and explain their importance in the workplace.

DOK 2

PL-08-4.2.1Students will describe individual work habits/ethics (e.g., following directions, problem-solving, time management, respect, self-discipline, punctuality) and explain their importance in the workplace.

DOK 2

I C M I C M I C M

PL-06-4.2.2Students will describe team skills (e.g., goal setting, listening, following directions, communicating, questioning, problem-solving) and explain why they are important in the workplace.

DOK 2

PL-07-4.2.2Students will describe team skills (e.g., goal setting, listening, following directions, communicating, questioning, problem-solving, dividing work) and explain why they are important in the workplace.

DOK 2

PL-08-4.2.2Students will describe team skills (e.g., goal setting, listening, following directions, communicating, questioning, problem-solving, dividing work) and explain why they are important in the workplace.

DOK 2

I C M I C M I C M

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Communication/Technology

PL-06-4.3.1Students will identify careers that are impacted by scientific and technological changes (e.g., nursing, meteorologist, radio & television broadcaster, journalist).

PL-07-4.3.1Students will explain how scientific and technological changes impact specific careers (e.g., construction worker, automotive technician, meteorologist, food service industry).

PL-08-4.3.1Students will explain how jobs/careers (e.g., physical therapist, meteorologist, radio & television broadcaster, web designer) have been created as a result of scientific and technological advancements.

I C M I C M I C M

PL-06-4.3.2Students will explain the purposes of technology tools (e.g., robots, cell phones, computer techniques, scanners, personal digital assistant (PDA), laptop computers) and analyze how these impact productivity in homes, schools, and jobs.

DOK 3

PL-07-4.3.2Students will explain the purposes of technology tools (e.g., word processing, data bases, spreadsheets, Internet, email, automated phone systems) and analyze how these impact productivity in homes, schools, and jobs.

DOK 3

PL-08-4.3.2Students will explain the purposes of technology tools (e.g., multi-media, Internet, digital camera, teleconferencing, debit/credit cards) and analyze how these impact productivity in homes, schools, and jobs.

DOK 3

I C M I C M I C M

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PL-06-4.3.3Students will identify communication skills important in the classroom and the workplace:

letter writing nonverbal communication

skills (e.g., body language, facial expression, posture, dress)

verbal skillsDOK 1

PL-07-4.3.3Students will explain how certain communication skills are related to the workplace:

letter writing (business letter)

nonverbal communication skills (e.g., body language, personal appearance, facial expression, posture, dress)

verbal skills interview skills (e.g., friendly

greeting, maintain eye contact, show enthusiasm about the job, respond positively and honestly, plan questions to ask, listen carefully, thank interviewer)

DOK 2

PL-08-4.3.3Students will identify and explain skills used to seek, obtain, maintain, and change jobs/careers:

Written communication (e.g., preparing résumé, writing a business letter)

Nonverbal communication skills (e.g., making eye contact, listening, smiling, body language, facial expression, posture, dress)

Verbal skills (e.g., speaking, giving responses, expressing appreciation, questioning, greeting)

Interview skills (e.g., friendly greeting, maintain eye contact, show enthusiasm about the job, respond positively and honestly, plan questions to ask, listen carefully, thank interviewer)

DOK 2

I C M I C M I C M

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